ISBN:
9781402034114
,
1402034113
Sprache:
Englisch
Seiten:
Online-Ressource (361 Seiten)
,
Illustrationen
Ausgabe:
Springer eBook Collection. Humanities, Social Science and Law
Serie:
Higher education dynamics Volume 8
Serie:
Higher education dynamics
Paralleltitel:
Erscheint auch als Reform and Change in Higher Education : Analysing Policy Implementation
DDC:
379.1214
Schlagwort(e):
Education
;
Comparative Education
;
Education and state
;
Konferenzschrift 2003
;
Hochschulreform
Kurzfassung:
This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.
Kurzfassung:
Starting from the now classical book by Ladislav Cerych and Paul Sabatier (1986), the editors present a critical appreciation of that initial work and a review and critical appraisal of current empirical policy research in higher education. In the second part, a set of chapters analyses the effective and specific complexities of the implementation of higher education policies in several countries, offering a wide variety of situations both in terms of duration of implementation, legal objectives, adequacy of causal theories underlying the reforms, adequacy of financial resources and degree of commitment of the main actors of the process. Some of these chapters use alternative theoretical frameworks developed since the 1986 Cerych and Sabatier theorization to interpret the empirical results, and some national cases do not fall within the scope of Cerych and Sabatier s analysis. The national case studies are: Australia (2), Austria, Finland, Italy, Mexico, The Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the UK and the USA.
Anmerkung:
This book contains some of the contributions made to the 2003 Conference of the Consortium of Higher Education Researchers
DOI:
10.1007/1-4020-3411-3
URL:
Volltext
(lizenzpflichtig)
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